2 Acknowledgements Several individuals supported the development of this report. To begin, leaders comprising the Supporting Student Success Initiative in Ohio provided direction and oversight. Members were: Mary Lou Rush, Executive Director, Center for Students, Families, and Communities, Ohio Department of Education Desiree Bolden, Akron After School Program Director, Akron After School Jeff Edmondson, STRIVE Director, KnowledgeWorks Foundation CJ Prentiss, Governor s Special Representative for Closing the Achievement Gap, Ohio Department of Education Vernon Sykes, Ohio 44th District Representative, Ohio House of Representatives Liz Nusken, Director, Ohio Afterschool Network Todd Barnhouse, Director of Safety, Health, and Nutrition at the Ohio Department of Education, also provided leadership. He was especially instrumental in setting the stage for the work reported here and aligning it to other afterschool-related priorities in Ohio. Additionally, thanks are in order to Carrie Baker for her coordination of our work. Moreover, the authors acknowledge and thank Desiree Bolden and Carla Sibley. These two pioneering leaders in the Akron community provided key insights. They especially provided direction and coordination for this study s design, implementation, and validation. Finally, the authors would like to acknowledge the many stakeholders who participated in key informant interviews, focus groups, and site visits. Their insights and perspectives were invaluable. And their innovations will be helpful to other communities in Ohio and elsewhere as others extend, accelerate, and connect learning opportunities for children and youth. page 1

3 Table of Contents Acknowledgements... 1 Table of Contents Executive Summary... 4 The National Context Expanded School Improvement: A New Day for Learning and a New Learning Day... 7 Introducing Akron s Pioneering OST Work Extended Learning Accelerated Learning Connected Learning A Snapshot of Evaluation Findings Getting the Right Conditions in Place: Funding, Leadership, Operational Structures, Professional Development, and Local P-16 Planning Enduring Challenges Conclusions References page 3

4 Executive Summary In response to the standards-based reform models accompanying the No Child Left Behind Act of 2001, dedicated, hardworking educators and their school-based partners have worked diligently to implement mandated and recommended reforms. In Ohio as well as in other states, these reform models have helped educators focus on new priorities and develop new capacities. As a result, some of their outcomes have improved. Unfortunately, not all of the desired outcomes have improved. Schools and districts with funding shortfalls, high staff turnover, and those with high poverty populations have had difficulty reaching performance expectations as manifested in adequate yearly progress. Clearly, standards-based reforms, while essential, are not enough. These walled-in, building centered improvement models focus almost exclusively on the regular school day. They do not enable educators and their school-based colleagues to gain influence and control over students out-of-school time (OST). The net effect is that educators, schools, and districts are not able to tap family and community resources to address two inseparable priorities. The first priority is to address external barriers to learning, healthy development and success, especially barriers that prevent all students coming to school ready and able to learn. The other priority is to maximize learning opportunities during OST, especially opportunities that can be connected to, and integrated with, school-based learning. In brief, OST initiatives, programs and services effectively expand existing school and district improvement models. These expanded models address the missing components in standards-driven improvement models. More than this, the best expanded models reinforce and advance standards-based reform models. This strategic expansion happens when OST learning and healthy development are firmly connected to school-based learning and academicbehavioral interventions. In the best case scenario, educators, other human service providers, families, governmental officials, postsecondary education representatives, and private sector leaders develop common purposes in support of young people, schools and whole systems education reform sometimes called PK-16 or more simply, birth to career education reform. As recognition of the enormous potential for expanded improvement models encompassing OST grows, the search for effective, innovative exemplars has accelerated. National foundations such as the C.S. Mott Foundation and the Wallace Foundation have provided leadership. With state governmental and educational policy leaders, foundation leaders have looked for states ready to advance this new century improvement agenda and provide exemplars other leaders can adopt and amend. Ohio is a prime candidate, owing to the work of its governments, The Ohio Department of Education, the state s foundation community, and visionary local leaders. To learn more about Ohio s innovative OST and expanded school/district improvement models, two related evaluations were commissioned. The first focused on a resource map for OST funding (Wade- Mdivanian, et al., 2009). The complete report is available on our website: The second is reported here. This study provided an in-depth exploration of innovations undertaken by a representative urban school district, together with the city and the county. Thanks to pioneering leaders and multiple innovations, Akron Ohio s school-community configuration was selected. A team of researchers from the Ohio State University (OSU) College of Social Work designed the study with guidance from Akron s leadership and also from experts state-wide. This report provides relevant details about this study s methods and findings. This study pays special attention to OST-related learning, especially learning that is organized and mobilized as a potent school and district improvement resource. It focuses on three inseparable kinds of learning. Extended learning occurs outside the regular school day. Accelerated learning, both in school and during OST, speeds up learning and content mastery. Connected learning brings both accelerated and extended learning back to classrooms, supporting students and teachers alike. In short, Akron s OST initiatives showcase the power of a three-component trilogy: Expanded, accelerated, and connected learning. This report describes relevant examples, as it also describes how some programs and services combine two or more kinds of learning. This report s findings include the following examples: Akron s leaders have developed innovative programs and services that exemplify the potential and power of extended, accelerated, and connected learning, demonstrating how this learning can be an integral, essential component of expanded school improvement. Akron s universal programs and services reach an impressive number of young people and show promising outcomes for students who attend regularly. Teachers, especially teachers involved in OST programs and services, report the benefits of expanded school improvement initiatives. There is some evidence that Akron s OST initiatives benefit parents. For example, they enhance parent-school relationships via improvements in parent involvement programs. Leaders attribute increases in student achievement and improved behavioral outcomes to expanded, accelerated, and connected learning. Akron s leaders have discovered and developed innovative ways to fund extended, accelerated, and connected learning opportunities and have prioritized funding for the future. Nothing as bold and creative as Akron s pioneering school-community initiatives can succeed without infrastructure supports. For example, leadership, funding alternatives, operational quality control mechanisms, and professional development are practical necessities. These several supports are described in the body of this report. Notwithstanding these notable achievements and promising innovations, Akron s leaders report that they still have plenty of work to do. Progress can still be made in relation to enhancing academic achievement and school success across the community. Some of this work entails addressing enduring challenges, especially funding and infrastructure-related challenges. Some such work entails anticipating future challenges. Early evaluations, including this one, attest to the innovative nature of Akron s work and provide promising indicators of progress and success. Although more evaluations are needed, already it is apparent that Akron s leaders have provided an exemplar for others in Ohio and elsewhere. Important for educational leaders and community leaders alike, Akron s page 4 page 5

5 exemplary work has profound implications for state policy and the leaders responsible for it. This report and the study that made it possible have been completed with these several purposes and audiences in mind. Ideally it also will serve Akron s leaders, especially those who participated in this study. Above all, the work reported here will have achieved its most important aim if it enables educators and their OST partners to improve outcomes for young people, in turn improving the overall performance profiles of schools and districts. As Governor Ted Strickland recently has proclaimed, Ohio s immediate economic needs, social development, and civic engagement depend in fundamental respects on a new, expanded approach to education. The pioneering work reported herewith surely represents the kind of creative, innovative school and educational work that Ohio s Governor had in mind. Extending, Accelerating and Connecting Learning: A Case Study of Akron s Pioneering School-Community Initiatives The National Context We are only tapping about 20% of the potential. Afterschool time that extends learning can still be improved. Eight years after the enactment of the federal No Child Left Behind Act, schools and districts continue to leave children behind. For example, school dropout rates have reached epidemic proportions. Evident in diverse schools and districts across the nation, the dropout problem is especially apparent in America s 50 largest cities where the chances of high school graduation amount to a coin toss (Swanson, 2008). No one planned for performance problems like these, least of all dedicated educators and their community and state department of education partners. Educators and their partners have strived to address and prevent these problems as they have enhanced both school and district improvement plans. For example, educators have raised standards, aligned standards with curriculum and instruction, provided better mentoring and coaching for teachers, intensified assessments, monitored intervention effectiveness, and fortified accountability mechanisms. All such improvement strategies have yielded, or promise to yield, better outcomes. The fact remains, however, that these improvements have not solved every problem (e.g., school dropouts), nor have the met every need (e.g., improve the recruitment and retention of qualified principals and teachers). In other words, these improvements, while essential, have not been sufficient. Important as these solutions are, they have not enabled educators and their partners to solve pressing problems, meet urgent needs, capitalize on important opportunities, and thereby improve outcomes for all students. Something more is needed. The answer is not another specialized program or service added on to existing improvement plans and causing more incoherence. Nor does the answer lie in new reinforcements for so-called fortress schools (Henderson, et al., 2007). Fortress schools barricade educators from family and community resources, assistance, and supports. Expanded, integrated school and district improvement models are needed. Exemplary models encompass the best parts of walled-in, building-centered models, at the same time that they prioritize new strategies that bridge gaps, meet needs, and solve enduring problems. One such missing strategy focuses on students out of school time (OST). A focus on OST enables educators to develop expanded improvement models. These expanded models capitalize on family and community resources for learning, healthy development, and success in school. At the same time, educators both connect and integrate these resources with learning and instruction during the regular school day. Expanded School Improvement: A New Day for Learning and a New Learning Day It is timely to expand improvement priorities to capitalize on resources and opportunities during OST. While continuing to focus on twin priorities in walled-in, building centered improvement models. These priorities are: (1) Increases in academically-engaged learning time as structured by standards and implemented with sound pedagogy; and (2) Assessment-driven, academic interventions tailored to each student s needs and monitored, via response-to-invention protocols, for continuous quality improvement. Both priorities are mainstays in expanded improvement models. Both can be augmented by programs, services, and opportunities during OST. Thanks to expanded school improvement models, educators are able to effect dual changes. They are able to strengthen existing academic programs, services, and interventions structured by the regular school day. At the same time, they are able to develop new programs, services and interventions during OST. The success of this new OST work hinges on new working relationships among educators, human services professionals in community agencies, private sector leaders invested in work-based and career-oriented learning, and families. Success especially hinges on sustainable partnerships with the most important community and neighborhood agencies serving students; and also with private sector organizations and governments committed to positive youth development and student academic achievement. All such resources typically are under-utilized. Here, then, is a timely important opportunity: OST resources can be tapped strategically to obtain benefits for educators, families, students, and other human service professionals alike. In the process, schools lose their fortress-like character, and both school and district improvement models become more expansive. Where educators are concerned, it is noteworthy that OST resources comprise a firm pathway toward dramatic improvements in student, school, and district performance. But there is a caveat for this claim: Desirable student, school and district performance outcomes hinge on firm connections between OST learning and interventions and in-school learning and interventions (e.g., Anderson-Butcher et al., 2006; Lawson, in review). A growing number of national and state reports and emergent evaluative research point in the same direction. Together they indicate that, without this connective power, the multiple benefits of expanded school and district improvement models are difficult to obtain. The Mott Foundation s report provides a case in point. page 6 page 7

6 The Mott Foundation Report The C.S. Mott Foundation has long promoted the core idea that a new approach to schooling is needed. The Foundation has been insistent that schools must capitalize on OST and genuinely engage communities. Toward this end, in 2007 the C.S. Mott Foundation published A New Day for Learning. This visionary report continued this Foundation s tradition of describing and promoting innovative approaches to education. Several of the recommendations provided in A New Day for Learning are noteworthy. The report called for the redesign of each student s day as indicated by the report s title. More specifically, the report emphasized that in-school time and out-of-school time needed to be connected and viewed holistically. Such a holistic approach enables educators and their partners to create a seamless learning system, one that connects in school-learning with OST learning opportunities and experiences. The generic descriptor extended learning opportunities (ELOs) was employed by this report s authors to describe new OST priorities (see also Wade-Mdivanian, et al, 2009). In this new approach, students gain access to multiple ways to learn, enjoy the services of community and family educators and mentors, and are provided with learning experiences schools cannot provide to everyone. Everyone benefits. Three Important Ohio Initiatives and a Recent, Important Development States such as Ohio are beginning to follow the C.S. Mott Foundation s lead. State leaders have begun to examine fresh opportunities for school and district improvement and overall educational performance. Three of Ohio s initiatives are especially noteworthy. Comprehensive System of Learning Supports In 2007, the Ohio State Board of Education adopted the Comprehensive System of Learning Supports (CSLS) Guidelines. These guidelines provide a policy structure that guides the design of new systems that enhance learning. CSLS emphasizes new models and strategies for addressing barriers to children s learning, healthy development, and success in school, while simultaneously emphasizing the import of academic learning and healthy development during OST. CSLS is a collection of resources, strategies, and practices, as well as environmental and cultural factors extending beyond the classroom, that together provide the physical, cognitive, social, and emotional support that every student needs to succeed in school and in life (CSLS Guidelines, 2007, p. 4). These guidelines provide a framework for Ohio s schools and districts as they begin to develop new and innovative ways to engage children, their families, and communities, in anytime, anywhere, self-directed learning. The P2C2 Report The second initiative resulted from a charge issued by Governor Ted Strickland and the Ohio Assembly. Ohio s Private/ Public Commission (P2C2) was charged with identifying, describing, and justifying the structures and mechanisms needed for schools and districts to enable more students to succeed; and, more specifically, to enable more students to attain mastery over Ohio s new, more rigorous high school core curriculum. Significantly, the P2C2 report incorporated the main ideas from A New Day for Learning, starting with its title. A New Learning Day in Ohio: Supporting Student Success (P2C2, 2008) prioritized learning during out-of-school time as one of its four game changing priorities. Emphasizing both the import of anytime, anywhere, self-directed learning and new imperatives for competence with 21st Century Knowledge, Skills, and Abilities, the P2C2 report provided another important descriptor for OST learning. The three component descriptor was expanded, accelerated, and connected learning. Learning is expanded because it occurs outside the regular school day. Learning is accelerated because students can proceed quickly without regard to the status of an entire class and grade level learning outcomes.. Accelerated, personalized learning of this kind is a special need and benefit for all students, but especially gifted and talented students. Extended, accelerated learning achieves its full potential when it is connected to classrooms, school curricula, and teachers strategies and practices. Firm, effective connections provide the key to a seamless system of education, schooling, and learning, one that links extended learning opportunities with in-school learning and academic achievement. Supporting Student Success (S3) At the same time that the P2C2 report was released, a third development occurred in Ohio. Ohio was one of six states awarded a grant entitled Supporting Student Success (S3): The Promise of Expanded Learning Opportunities. This grant was structured by a joint initiative of the National Governors Association for Best Practices, the National Conference of State Legislatures, the Council of Chief State School Officers, and the C.S. Mott Foundation. Its purpose was to support the state-wide integration of Extended Learning Opportunities (ELOs) in each state s overall educational improvement plan. The Ohio Afterschool Network (OAN) and Ohio Department of Education (ODE) assumed oversight for this S3 work. OAN and ODE leaders then commissioned a team of researchers from The Ohio State University (OSU) to complete two timely, important projects. The first project was to conduct an in-depth examination of potential funding streams and sources that could be mobilized to support ELOs in Ohio. This newly completed report is entitled A Map of Ohio s Resources for Extended Learning Opportunities (Wade-Mdivanian, et al., 2009). This complete report can be found at: The second project was related to the first. It involved an in-depth examination of one school community s pioneering work with the development of ELOs and, more generically, OST programs and services. Akron, Ohio was selected for an intensive case study. This report is one result from this second project. Findings, conclusions, and recommendations deriving from this study of Akron s pioneering work are presented herewith. page 8 page 9

7 The New Development Governor Ted Strickland s 2009 State of the State address included a bold, new education reform plan. This plan targets learners of all ages in Ohio with the aim of facilitating their completion of postsecondary education and, in turn, helping renew Ohio s economy. Strickland s emphasis on community engagement and personalized learning plans for every student are especially noteworthy. So is his emphasis on educational innovations, especially ones that have research support. One key strategy outlined in the Strickland agenda involves ELOs during OST. Another is community engagement. Another is personalized learning plans for all students. Significantly, the Strickland plan emphasizes birth-to-career whole systems education reform, which is typically announced as PK-16 (starting before kindergarten and culminating in a college or university degree). Strickland s futuristic educational plan provide a timely frame for Akron s innovations and achievements. For, it shall become apparent that Akron s innovations are examples of the kinds of path-breaking developments that significantly enhance the capacities of schools, districts, families, governments, and private sector agencies to work together to improve outcomes. Although Akron s pioneering leaders would say that their work is not done, it shall become clear that they merit congratulations for the work they have completed as well as for their plans for future development. To ensure the validity of its findings, the OSU team implemented several follow-up measures. For example, team members completed validity checks with leaders from Akron Public School (APS) and the Akron community. To further validate the study, key Akron leaders reviewed and amended final versions of this report. Ideally, the knowledge derived from this study and presented in this report will be valuable to three main stakeholder groups. Akron s pioneers are the first group. Pioneering leaders of other OST and ELOs initiatives are the second. State policy leaders are the third. Of course, all three groups need to understand Akron s facilitators, constraints, and barriers. It is also important to note that Akron has many special characteristics, and this report begins with some of them. To begin with, place, local context, timing, and leadership always influence the development of innovations. Once these characteristics are identified and described, readers of this report are in a better position to understand the ways in which Akron s unique characteristics have both facilitated and constrained their work. For example, outsiders can make informed decisions about which of Akron s innovations they can replicate, which ones they can borrow and adapt, and which ones are specific to Akron and not amenable to transfer. Introducing Akron s Pioneering OST Work Akron, Ohio was selected for study because its school district and surrounding community partners have made substantial progress in achieving an important aim. Together the district and its partners are striving to ensure ALL children receive an enhanced educational experience, as evident by improved outcomes. This report provides examples of Akron s progress indicators and early achievements. As Akron s innovations and achievements are showcased, it may be tempting to assume that the work was easy to design and implement. Not so! Leaders in Akron and elsewhere quickly encounter both barriers and constraints (i.e., factors and forces that recommend some alternatives and rule out others). These leaders gain valuable experience and expert knowledge as they identify and use relevant facilitators; and, at the same time, as they figure out how best to address the constraints and barriers. They also learn valuable lessons along the way, especially ones that, with hindsight, would have made their work easier, better, and more effective than it was. Leaders, in short, have gained valuable expertise. Their journeys merit further study and inquiry. The Structure for this Report and the Design of the Study Other leaders want and need to learn from Akron s leaders. This report and the study that enabled it have been structured accordingly. The report presents accounts of Akron s innovations, progress markers, and achievements. With the needs of other leaders in mind, this report also presents action-oriented descriptions (i.e., how Akron s leaders proceeded and some of the lessons they have learned). To capture the most important chapters in the Akron story, the OSU evaluation team implemented multiple methods. More specifically, the team completed nine key informant interviews. Interviewees included two community representatives, four school district representatives, two city administration representatives, and one state-level politician. Time spent with key leaders in Akron s Office of Community Partnerships and Customer Service was especially valuable. In addition to these interviews, the OSU team organized a focus group, which involved 7 staff members within the Akron Out-of-School Time. Finally, the team reviewed various historical documents, including past evaluation reports from Kent State University, funded grant applications, school planning documents, and relevant websites. page 10 page 11

8 The City of Akron Located in Northeastern Ohio, the city of Akron was founded in Today, this city is home to approximately 209,000 citizens. It is the fifth largest city in Ohio. Of Akron s residents, 7.2% are under the age of 5; 25.3% are under the age of 18, and 13.5% are over the age of 65. Akron s population is 67.2% White, 28.5% African-American, 1.5% Asian, 2.1% multi-racial, and 1.2% Hispanic or Latin origin. The median household income for Akron residents is $31, 835, which is below the Ohio average. In fact, 17.5% of Akron citizens are living below the poverty line. Given current economic conditions, the number of persons challenged by poverty is projected to increase. Akron s location is special. For example, 50 percent of the U.S. population lives within a 500-mile radius of Akron. Additionally Akron s network of superhighways makes this city a day s drive for over 111 million people. 1 Akron was once known as the Rubber Capital of the World because it was home to the rubber industry. Companies operating in Akron included Goodrich Tire, Goodyear Tire and Rubber Company, Firestone Tire, and General Tire. Unfortunately, these days are gone. Like many former industrial cities, much traditional industry has left Akron. Unlike some other cities, Akron has maintained important industrial assets. For example, Akron remains a world-renowned center of polymer research and development, including the Polymer Science Institute of the University of Akron. In addition to the Polymer Science Institute, Akron is home to 400 polymer-related companies, which together employ approximately 35,000 people. Akron Public Schools Akron is located in Summit County. Akron Public Schools (APS) is this county s largest school district. APS boasts an average daily enrollment of 24,986 students. 48% of the students are African-American, 42.4% are White, 6% are multi-racial, 2% are Asian or Pacific Islander, and 1.4% are Hispanic. The majority of these students are economically disadvantaged (79.7%). 17.5% have a diagnosed disability. Based on student performance in , APS was judged to be in need of Continuous Improvement. Improvement was signaled because the district met just 5 of the 30 state performance standards: (1) 4th grade writing; (2) 10th grade Reading; (3) 10th grade writing; (4) 11th grade reading; and (5) 11th grade writing. 2 Adequately Yearly Progress (AYP) is another important performance marker in Ohio. APS overall met the AYP standards for attendance rates and graduation rates (76.4%). Unfortunately, some of the APS schools have not meet AYP standards for two consecutive years, which places these schools in a special status called School Improvement. Schools with this categorization are not permitted to exit this status until that have achieved AYP for two consecutive years. Significantly, 19 of APS schools are in this school improvement status. 8 have maintained this status for 3 years or more. 776 of APS graduates participated in the American College Test (ACT) during the academic year. For students, the ACT, like the Scholastic Aptitude Test (SAT), is the test completed in conjunction with an application to a college or university. In the same vein, 254 of APS graduates participated in Advanced Placement tests, which allow high school students to earn college credit. Akron s School Community Partnership The above descriptions of APS and the city of Akron indicate needs, problems, assets, and opportunities. They provide grounds for both optimism and concern. And they certainly reveal the importance of timely, effective improvements. Improvements related to, and solid innovations for, extended, accelerated, and connected learning comprise top priorities. A school-community partnership provided an ideal mechanism to frame and address these priorities. The City of Akron and APS enjoyed a previous history of partnershiprelated work. In 2001, Akron s mayor decided to enhance this partnership. The mayor invested some of the city s tax revenue in the schools in support of afterschool programs. This investment was designed to increase the city s relationship with school district and, at the same time, to help young people. In brief, it was a wise, strategic investment because it was dovetailed with other urban development initiatives. Chief among these other initiatives was a revisiting and recharging of Imagine Akron Originally launched in 1998, Imagine Akron 2025 was a citizen-driven planning initiative involving the work of over 400 volunteers. Together these dedicated volunteers and leaders from Akron s mayor s office developed a plan that would make this city a center for transportation, business, the visual and performing arts, entertainment, and a residential neighborhood. This plan contained 26 goals. All were structured to ensure that Akron would be successful when it turned 200 years old in Many of these goals were focused on the enhancement of education in the Akron area. We have succeeded in this community because leadership across the city understands how to cooperate. We work together. We have to do it. This is not the attitude in most communities. It has helped us move forward with education as we have done this traditionally. 1 These statistics and others presented in this report were derived from the U.S. Census and the Akron City website. Complete references are provided at the end of this report. 2 These statistics were derived from the Akron City School s District Report Card developed by the Ohio Department of Education. page 12 page 13

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